Abstract
Purpose: To present an innovative pedagogy for promoting population health through student nurse teaching and application of the research process.
Participants: 34 undergraduate pre-licensure nursing students participated and completed an innovative teaching project impacting the health on the communities they served.
Methods:
The innovative pedagogy and implementation process included -
1. Collaborate and engage with community clinical partners to assess health promotion and teaching needs.
2. Develop the health teaching projects reflective of the learning objectives using evidenced based resources.
3. Implement the health promotion innovation projects.
4. Evaluate the impact of the health promotion project.
5. Apply the research process with student dissemination of their abstract and poster presentation.
Results: The outcomes of this innovative teaching project guided the nursing students to develop competencies in teaching health promotion. Students developed an abstract and summarized their findings in a poster presentation for a research expo event. Students defined a target population, they assessed priorities of the community and developed an action plan for the teaching projects. Students collaborated with relevant stakeholders and were engaged in the research process using a variety of scholarly inquiries.
Conclusion/Implications: Using a variety of teaching innovations, students developed their competencies in population health assessment, research process and dissemination.
Notes
References:
Alqahtani, N., Oh, K. M., Kitsantas, P., & Rodan, M. (2020). Nurses evidence based practice knowledge, attitudes and implementation:
A cross sectional study. Journal of Clinical Nursing, 29(1-2), 274-283. DOI: 10.1111/jocn.15097
American Association of Colleges of Nursing. (2024). AACN Essentials. www.aacnnursing.org.https://www.aacnnursing.org/Essentials
Baixinho, C. L., Ferreira, Ó. R., Medeiros, M., & de Oliveira, E. S. F. (2022). Participation of Nursing Students in Evidence Based Practice Projects: Results of Two Focus Groups. International Journal of Environmental Research and Public Health, 19(11), 6784. https://doi.org/10.3390/ijerph19116784
Sigma Membership
Alpha Omicron
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Teaching and Learning Strategies, Public and Community Health, Curriculum Development, Nursing Students, Health Promotion, Student Engagement, Nursing Education, Teaching, Learning Strategies, Health Promotion
Recommended Citation
Murphy-Smith, Mary and Samawi, Zepure, "Innovative Pedagogy Engaging Nursing Students in Health Promotion Interventions and Research" (2026). International Nursing Research Congress (INRC). 323.
https://www.sigmarepository.org/inrc/2026/presentations_2026/323
Conference Name
37th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Toronto, Ontario, Canada
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2026-09-29
Innovative Pedagogy Engaging Nursing Students in Health Promotion Interventions and Research
Toronto, Ontario, Canada
Purpose: To present an innovative pedagogy for promoting population health through student nurse teaching and application of the research process.
Participants: 34 undergraduate pre-licensure nursing students participated and completed an innovative teaching project impacting the health on the communities they served.
Methods:
The innovative pedagogy and implementation process included -
1. Collaborate and engage with community clinical partners to assess health promotion and teaching needs.
2. Develop the health teaching projects reflective of the learning objectives using evidenced based resources.
3. Implement the health promotion innovation projects.
4. Evaluate the impact of the health promotion project.
5. Apply the research process with student dissemination of their abstract and poster presentation.
Results: The outcomes of this innovative teaching project guided the nursing students to develop competencies in teaching health promotion. Students developed an abstract and summarized their findings in a poster presentation for a research expo event. Students defined a target population, they assessed priorities of the community and developed an action plan for the teaching projects. Students collaborated with relevant stakeholders and were engaged in the research process using a variety of scholarly inquiries.
Conclusion/Implications: Using a variety of teaching innovations, students developed their competencies in population health assessment, research process and dissemination.
Description
Nursing students utilized innovative pedagogy and implemented primary health promotion interventions in a variety of community health settings. The students applied the principals of client education utilizing the research process and evaluating the teaching objectives.